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Nothing But the Truth
by Avi
WebQuest

 

| Introduction | Task | Process | Evaluation | Teacher Page |

 

Introduction
The events that occur in Harrison, New Hampshire, involving Phillip Malloy, aren’t too far fetched from something that could actually happen; and the basis for these events stem from something all of us are familiar with: American patriotism. But what does it mean to be patriotic? Does it mean saluting the flag whenever it is seen? Does it mean singing along with the National Anthem whenever it is played? Does it mean stating the Pledge of Allegiance when prompted? And does Media influence our feelings and opinions of what it truly means to be patriotic? Whatever the case may be, one thing is for sure, all of these icons of Americanism came from somewhere, but the question is where? That is where you come in!

 

 

 

 

Task
In class you selected a number which relates to a specific topic in this WebQuest. The number you picked depends on which topic you will be researching. Once you know which topic you are to research, you are to create a brochure using Microsoft Publisher. Be sure to follow all the steps in the process below to complete your project.

            The research for this project will be assigned through the course of the novel unit as homework assignments. However, the creation of the brochure will be done in school using laptops. If you need more time to complete the brochure you will need to sign up for the computer lab during lunch, study hall, or after school in order to complete the brochure on time.

            You are NOT to print your brochure! This assignment must be saved in your student folder and must be saved under the abbreviated title of the book, and the topic you were assigned. For example: NBTT flag, NBTT anthem, NBTT pledge, NBTT 1st amendment, NBTT media.

 

 

 

 

 

Process
Follow the steps below to get started! 

Step 1: Click on your assigned topic below for the requirements on how to complete your project.

| The Flag | The National Anthem | The Pledge of Allegiance | The 1st Amendment | Media |

 

 

 

·       The Flag

o   For this topic you are required to research the following aspects of the flag: 

§  Panel #1 Page 1: Front cover must include your first and last name, class period, date, topic, and a visual.

§  Panel #2 Page 2: Write a brief biography of the creator of the American flag. This information should fill up this panel of your brochure, and include a picture of the creator.

§  Panel #3 Page 2: Explain when the flag was created and why it was created

§  Panel #4 Page 2: Explain what the flag itself symbolizes as well as what the colors and design represent. On the same panel explain how the design of the flag has changed over time.

§  Panel #5 Page 1: Research different locations as to where the flag is flown, as well as reasons why it is flown at half-mast

§  Panel #6 Page 1: On this back panel of the brochure you are to create a works cited (list of sources where you got your information. There is a specific format you need to follow for this information. DO NOT just list the websites you use!)

Use the links below to complete your research:

 

 

 

 

·       The National Anthem

o   For this topic you are required to research the following aspects of the National Anthem

§  Panel #1 Page 1: Front cover must include your first and last name, class period, date, topic, and a visual

§  Panel #2 Page 2: Choose either the composer (the person who wrote the music), or the lyricist (the person who wrote the words) and write a brief biography.  This information should fill up this panel of your brochure, and include a picture of the person you chose to research.

§  Panel #3 Page 2: When the song was written and what message is being conveyed by the lyrics.

§  Panel #4 Page 2:  What is the significance behind the words and phrases used throughout the song? Using three lines from the song, explain how each is important to the song’s message.

§  Panel #5 Page 1: Research when and where the song is performed. Also, identify expectations for proper behavior while the song is being performed.

§  Panel #6 Page 1: On this back panel of the brochure you are to create a works cited (list of sources where you got your information. There is a specific format you need to follow for this information. DO NOT just list the websites you use!)

Use the links below to complete your research: 

§  "Star Spangled Banner." Lyrics and Music. National Institutes of Health, Department of Health and Human Services , 27 Aug. 2010. Web. 22 May 2011. <http://kids.niehs.nih.gov/lyrics/spangle.htm>.

§  IMSLP. Petrucci Music Library. Smith, John Stafford. "Category: Smith, John Stafford." GNL FDU Free Doc License 11 Nov. 2009. Web. 7 June 2011. <http://imslp.org/wiki/category:Smith_John_Stafford>

 

 

 

 

 

·       The Pledge of Allegiance

o   For this topic you are required to research the following aspects of the Pledge of Allegiance 

§  Panel #1 Page 1: Front cover must include your first and last name, class period, date, topic, and a visual

§  Panel #2 Page 2: Write a brief biography of the author of “The Pledge of Allegiance”. This information should fill up this panel of your brochure, and include a picture of the author.

§  Panel #3 Page 2: Research when the pledge was written and why it was written.

§  Panel #4 Page 2: Write the words of the pledge, and explain the significance of the words.

§  Panel #5 Page 1: Explain when and where the pledge is normally said and identify expectations for proper behavior while it is being said.

§  Panel #6 Page 1: On this back panel of the brochure you are to create a works cited (list of sources where you got your information. There is a specific format you need to follow for this information. DO NOT just list the websites you use!) 

Use the links below to complete your research: 

 

 

 

·       The 1st Amendment of the Bill of Rights

o   For this topic you are required to research the following aspects of the 1st amendment of the Bill of Rights:

§  Panel #1 Page 1: Front cover must include your first and last name, class period, date, topic, and a visual

§  Panel #2 Page 2: Write a brief biography about James Madison explaining his involvement in creating the Bill of Rights. This information should fill up this panel of your brochure, and include a picture of James Madison.

§  Panel #3 Page 2: Research when and why it was written as well as when it was ratified. You may use sources from your social studies class.

§  Panel #4 Page 2: State and explain the five freedoms that are protected by the 1st amendment.

§  Panel #5 Page 1: Explain the significance of the first amendment and discuss the impact it has on our lives.

§  Panel #6 Page 1: On this back panel of the brochure you are to create a works cited (list of sources where you got your information. There is a specific format you need to follow for this information. DO NOT just list the websites you use!)

Use the links below to complete your research: 

§  "Rediscover the Past." James Madison's Montpelier. The Montpelier Foundation, 2011. Web. 22 May 2011. <http://www.montpelier.org/explore/james_madison/index.php>.

 

 

 

 

·       Media – Newspaper and Radio

o   For this topic you are required to research the following aspects of media including newspapers and radio

§  Panel #1 Page 1: Front cover must include your first and last name, class period, date, topic, and a visual

§  Panel #2 Page 2: Write a brief history of both the newspaper and the radio in this panel. Be sure to include a visual to represent both of these forms of media.

§  Panel #3 Page 2: Define the words objective (adj.) and subjective and in your opinion, which way should reporters present their findings and why?

§  Panel #4 Page 2: Choose either the newspaper or the radio and explain how its purpose has changed over the decades.

§  Panel #5 Page 1: Explain the significance of both the radio and the newspaper and how they impact our daily lives.

§  Panel #6 Page 1: On this back panel of the brochure you are to create a works cited (list of sources where you got your information. There is a specific format you need to follow for this information. DO NOT just list the websites you use!) 

Use the links below to complete your research: 

Step 2: Complete each section of your research by the assigned due date. 

            Panel #2: Tuesday, May 22nd

            Panel #3: Friday, June 1st

            Panel #4: Tuesday, June 5th

            Panel #5: Friday, June 8th

           

Step 3: Starting Monday June 4th through Wednesday June 13th you will be creating your brochure in class by following the steps below. Be sure you have your “Making a Brochure in Publisher” handout.

 Each brochure should follow the guidelines below: 

1.      Brochure option choose: 3 panel

2.      Brochure design choose: accent box

3.      Brochure font choose: Times New Roman size 14

4.      For color scheme you may choose your own, but be sure that the font color and the background contrast enough so that the text is easy to read

5.      The last panel of the brochure must be your works cited list (No images are to appear on this panel!)

6.      Images on panels should not take up more than ¼ of the panel.

 

**NOTE: You are to have at least four images that relate to your topic!

 

 

Evaluation

Your brochure will be graded based on the rubric below:

 

4

3

2

Cover Panel

Fulfills all requirements of panel

Missing three requirements of panel

Incomplete

Research and content

- Research from all  sources provided

 

- well developed

 

- Organized logically

- Research from few of the sources provided

 

- Uneven development

 

- Organization digresses at times

- Research from one source provided

 

- Underdeveloped

 

- Lacks organization causing some confusion

Text and layout

Text is clear and legible

 

Layout is colorful and pleasing

 

Text is mostly clear and legible

 

Some panels appear distracting (gaps/clutter)

Text is difficult to read

 

Layout causes problems with readability

Mechanics

No errors (punctuation, grammar, spelling)

Few errors that do not hinder comprehension

 

Many errors that may hinder comprehension

 

Citations

Follows MLA format for works cited

 

Some errors in MLA formatting works cited

Incomplete MLA format with works cited

 

Teacher Page

  • Goal

            Although this WebQuest is designed with many purposes in mind, one of the major goals is to help students get a better understanding of various icons of American culture while connecting them to Avi’s novel Nothing but the Truth.  Through the use of research and technology, students’ understanding of American traditions and symbols will be promoted. While this WebQuest is designed for 7th grade English classes, many of the topics will aid in the development of integrated curriculum that will encourage students to raise issues and concerns that will weave their thinking thematically into other disciplines.

 

  • Objectives
    • Students will be able to:
      • Read and follow directions in order to complete assigned tasks
      • Effectively use the internet to research their topics
      • Organize their information and present their findings in the form of a brochure using Microsoft Publisher
      • Apply concepts from the novel to real life

 

    • Teachers  will be able to:
      • Use the internet when teaching a unit on Avi’s Nothing but the Truth
      • Become familiar with the resources that are available on the internet.
  • Time Frame

Students will be given three weeks to complete the entire WebQuest. Throughout those weeks, they will be turning in panel research as homework assignments that they need to complete in order to fulfill the requirements of the WebQuest.

 

  • NYS Standards

 

English Language Arts

o   Standard 1:

§  Students will read, write, listen and speak for information and understanding.

·         Listening and reading to acquire information and understanding involves collecting data facts and ideas; discovering relationships, concepts, and generalizations; and using knowledge generated from oral, written and electronic sources.

·         Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

o   Standard 2:

§  Students will read, write, listen and speak for literary response and expression.

·         Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical, and cultural features of the text.

·         Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of the text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multi-layered.

o   Standard 3:

§  Students will read, write, listen and speak for critical analysis and evaluation.

·         Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the differences in evaluation based on different sets of criteria.

·         Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

Social Studies

o   Standard 3:

§  Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

·         The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

·         Important ideas, social and cultural values, beliefs, and traditions from New York and United States history illustrate the connections and interactions of people and events across time and from a variet of perspectives.

·         Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

·         The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence, understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

o   Standard 5:

§  Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.T

·         The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

·         The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

·         Central to civics and citizenship is an inderstanding of the rules of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.

Math, Science, and Technology

o   Standard 5:

§  Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

·         Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

 

 

 

 

 

 

 

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